Mathematische Wissensentwicklungsprozesse von Schülerinnen und Schülern

Felicitas Pielsticker addresses the central question for mathematics didactics research of how pupils develop their mathematical knowledge in negotiation processes about visual and working materials. Using three case studies from algebra, geometry and probability from the lessons of an 8th grade class, the author proves that lessons that consciously take into account insights gained in theoretical contexts about empirical student theories lead to remarkable knowledge development processes among students. One innovative element was the 3D printing technology, which lends itself to teaching in the sense of empirically-oriented mathematics instruction. This work provides essential impulses for the analysis and design of mathematical teaching-learning processes in real contexts. The contentUse of digital tools in mathematics teachingusing 3D printing technology as an exampleLearning processes analysed hermeneutically-descriptivelySubjective areas of experience and empirical theories to describe a constructivist concept of learningAlgebra: The Binomial FormulasGeometry: The Area Content Calculation of TrianglesProbability: The Manipulated Playing DiceThe Target GroupsLecturers and students of mathematics didactics&nbsp Secondary school mathematics teachersThe author&nbsp Dr. Felicitas Pielsticker has been working as a university lecturer in the field of mathematics didactics since her doctorate at the University of Siegen.